PhD ENGLISH LINGUISTICS

The philosophy of the PhD program in English linguistics is rooted in the belief that language is not only a means of communication but also a gateway to understanding human cognition, culture, and society. We adhere to the principles of interdisciplinary inquiry, recognizing that the study of language encompasses diverse perspectives from psychology, sociology, anthropology, computer science, and beyond. Our philosophy is founded on the premise that rigorous scholarly inquiry, coupled with a spirit of curiosity and exploration, leads to transformative discoveries and insights into the nature of language.

  • 3-8 Years / Onsite
  • Intakes: Fall & Spring

Overview

Lahore Leads University stepped into the field of education with the mission of ‘Leading the way through education’. The core values and crystal-clear objectives of this institution: providing quality education, personality development, true professionalism, and career planning, distinguish it from the rest. 

Keeping in view the facts that:

  • The Department of English has been successfully running BS and MPhil Programs at Lahore Leads University since 2007 and it is one of the largest departments in terms of the number of students and faculty members. 
  • We have one of the best faculty which is capable of taking on PhD students, as per the HEC requirements. 
  • Several students from our university as well as from other universities have completed MPhil Degrees and are waiting for Lahore Leads University to start the PhD Program. as other private sector universities are offering.
  • Lahore Leads University has the complete capability to provide physical as well as academic facilities to launch the PhD Program in English Linguistics.

It is hereby suggested that the PhD in English Linguistics may be launched with effect from semester fall of 2024. This program will ensure our commitment to lead in higher education and will establish our university as a seat of higher learning. The launch of the PhD program in English Linguistics will be a propelling force for the research initiatives at the department. 

Department Mission

Driven by a commitment to excellence, the English Department aims to empower students through comprehensive language and literature education, fostering analytical thinking, critical literacy, and global perspectives, while providing a platform for groundbreaking research, teaching innovation, and the development of well-rounded scholars and responsible citizens.

Vision

Our mission is to cultivate a vibrant academic community dedicated to the exploration and advancement of English linguistics. We aim to foster critical thinking, creativity, and intellectual curiosity among our students, faculty, and researchers, nurturing an environment where innovative ideas flourish. Through conducting groundbreaking research, we strive to contribute significantly to both the theoretical and applied aspects of English Linguistics, pushing the boundaries of knowledge in the field. With a commitment to excellence, collaboration, and inclusivity, we aspire to make meaningful contributions to academia and society at large, shaping the future of English linguistics for generations to come.

Program Objectives

The PhD program in English Linguistics aims to deepen students’ knowledge of the English language and linguistic disciplines. Students will also acquire abilities in critical thinking, textual analysis, and communication skills in reading, speaking, and writing. After the PhD English program, the student should be able to:

  1. Demonstrate proficiency in English language, as well as versed in current linguistic and critical theories.
  2. Apply these theories to practical aspects of the discipline.
  3. Display the ability for advanced writing and speaking skills in English for various academic and other purposes.
  4. Express the ability to respond to and interpret a range of text types effectively.
  5. Analyze individual texts and make comparisons between them.
  6. Appreciate the significance of social and historical context in analyzing texts.
  7. Trace and recognize the major traditions in research on selected issues/themes.
  8. Conduct further research through academic fellowships and institutional research.
  9. Enhance their employability in various fields, such as media, communication, teaching, and other relevant fields. 

Market Need/Rationale of Program

In consideration of the exhaustive evaluations undertaken, the Market Need and Rationale for the envisioned PhD program in English Linguistics at Lahore Leads University have been substantiated with thoroughness and precision.

a) Potential Students for the Program:
Based on surveys and interviews with potential students, there is a strong demand for advanced studies in English Linguistics to fulfill career aspirations. Additionally, there is a high level of interest and enthusiasm among students for in-depth exploration of English Linguistics topics. These findings underscore the relevance and appeal of the proposed PhD program in English Linguistics, aligning with the career needs and subject interests of prospective scholars. Furthermore, several students from our university, as well as from other universities, who have completed MPhil degrees, are eagerly awaiting the launch of the PhD program at Lahore Leads University, especially considering that similar programs are already being offered by private sector universities. This indicates a ready pool of qualified candidates eager to enroll in the program.

b) Potential Employers:
Extensive research indicates a strong demand for English Linguistics graduates across public, private, and NGO sectors, with employers seeking specific skills such as analytical skills, research expertise, and tailored communication abilities. Projections highlight a growing demand for professionals in this field, with job openings expected to increase steadily over the next decade, surpassing current graduate numbers. The outlook for careers in English Linguistics is promising, offering stable growth and diverse opportunities across various sectors.

c) Academic Projections:
National/International Universities: Comprehensive analysis of similar programs at national and international universities, highlighting unique aspects and potential for collaborations.

d) Faculty:
Faculty Credentials: Faculty members possess exemplary credentials, research experience, and a track record of mentoring PhD students successfully.

i. Capacity:
Faculty has the capacity and expertise to guide and support PhD candidates effectively.

ii. Resources Sufficiency:
University resources including research facilities, libraries, and support services are fully equipped to meet the needs of faculty and students.

e) Physical Facilities:
Library Facilities: Extensive resources and materials in the university library cater to the research needs of PhD students in English Linguistics.

Admission Eligibility Criteria

  • Years of Study completed:To be eligible for admission into the PhD program, candidates must hold an MS/MPhil or equivalent degree as outlined in the HEC policy. Alternatively, students currently pursuing MS/MPhil studies who wish to transition to the PhD program may be granted provisional admission. This provisional admission is contingent upon the satisfaction of the Admission Committee regarding the Statement of Purpose and the student’s commitment to the PhD program. However, full admission is subject to meeting the following conditions within one year from the date of provisional admission:
  1. Obtaining the MS/MPhil degree as per the policy requirements.
  2.  Clearing the prescribed admission test.

For admission eligibility in the PhD program, candidates must have completed 18 years of education, including their MS/MPhil or equivalent degree, as a prerequisite

  • Study Program/Subject: Prior to admission into a PhD program, students are required to have a strong foundation in subjects related to their field of study. For a PhD in English Linguistics, candidates should have completed coursework or gained expertise in areas such as: Linguistic Theory, Syntax and Semantics, Phonetics and Phonology, Morphology, Sociolinguistics, Psycholinguistics, Discourse Analysis, Research Methodology.
  • Percentage/CGPA: 3.A minimum CGPA of 3.0 (on a 4.0 scale) or 60% marks in the most recent degree obtained is required for admission. Candidates with a CGPA below 3.0 may be considered under certain conditions, including additional coursework and satisfactory performance.

Note: The students having strong demonstrated interest in obtaining PhD degree, but their CGPA is below 3.00 (out of 4.0 in the semester system) or 60% marks (in the annual system) in the most recent degree obtained, may be admitted to a PhD program after fulfilling the following requirements:  

Shall study additional courses of 9-12 CH of level 7 taking a zero semester at the university and score minimum 3.00 out of 4.00 GPA, and the admission committee is satisfied that the applicant’s knowledge of primary area (level 7) has sufficiently prepared him or her to undertake the course of studies of the doctoral program.  

These requirements shall be in addition to any other requirements set in this policy for admission to a PhD program.  

  • Entry Test: Applicants will be required to either take a test equivalent to GRE (Graduate Record Examination) /HAT (Higher Education Aptitude Test) or the test developed by the university or submit scores from an accredited testing body. Subject tests may also be conducted if necessary.
  • Intra-disciplinary Qualifications: Consistent with best practices internationally (including leading global universities), intradisciplinary admissions may only be allowed, if:  

i.The university policy allows, and  

ii.The applicant has a strong interest in pursuing a PhD in a different discipline. 

iii.The applicant has passed GRE (Graduate Record Examination) or Equivalent Test with minimum 50% marks in the discipline of admission and has taken 6-9 CH of deficiency courses of level 7 (Masters level). 

iv.The admission committee is satisfied that the applicant’s knowledge of the primary area (level 7) has sufficiently prepared him or her to undertake the course of study of the doctoral program (or, in the opinion of the admissions committee, the preparation can be deemed satisfactory by taking a few additional courses after starting the program). 

Duration of the Program

  • The following requirements shall be fulfilled before the award of a PhD Degree:

    1. The students shall complete the coursework of at least 18 credit hours if they are from the same discipline.
    2. The courses shall be offered through regular classes (i.e., classes taught on campus by full-time faculty members of the university)
    3. The courses shall preferably be of level 8 (postgraduate and doctoral level). 
    4. PhD degree should be based on research, not only on credit hours.

Scheme of Studies

  • Semester-1 Core Courses

    Course Code

    Course Name

    Credit Hours

    ELING801

    Advanced Research Methods in Linguistics

    3

    ELING802

    Theories of Language Acquisition

    3

    ELING803

    Advanced Academic Writing

    3

     

    Semester-2 Elective Courses

    Note: Three of the following elective courses to be selected in this semester, the course selection will be on the availability of resource persons.

    Course Code

    Course Name

    Credit Hours

    ELING804

    Psycholinguistics

    3

    ELING805

    Advanced Morphology

    3

    ELING806

    Advanced Syntactic Theories

    3

    ELING807

    Advanced Phonetics and Phonology 

    3

    ELING808

    Corpus Linguistics

    3

    ELING809

    Latest Trends in Applied Linguistics

    3

    ELING810

    Critical Discourse Analysis

    3

     

    Semester 3-6: (Research Work)

    ELING811

    Dissertation

    Semester-wise Break-up of Credit Hours

    The students will complete their coursework of minimum one year comprising of two semesters.

    Semester 1:  the students will take three core courses, each of 3 credit hours equaling 9 credit hours in first semester. 

    Semester 2: the students will take three specialization courses on the availability of relevant professor, each course will be of 3 credit hours equaling 9 credit hours in second semester.

    Per Semester Duration: 17 weeks (mid-term and final exam: 2 weeks)

    Course Load: 9 Credit Hours; 3 Courses per semester

    Total Taught Courses: 18 Credit Hours

    Research/Dissertation: The students will write a thesis based on their original research in

    their rest of the semesters. 

Award of the Degree

  • The degree for PhD program must be awarded after fulfilling the following criteria:

    Comprehensive Examination

    After completing coursework, students must pass a comprehensive examination to achieve candidacy as a PhD researcher. The exam covers conceptual knowledge of the discipline and is evaluated on a pass/fail basis.

    Doctoral Dissertation

    • Each PhD researcher must write an original and innovative doctoral dissertation that contributes to solving socioeconomic problems and adds to the body of knowledge in English linguistics.

    External Evaluation of PhD Dissertation 

    1. The PhD dissertation must be evaluated by:

    At least two external experts who shall be PhD faculty member from the world top 500 universities ranked by the Times Higher Education or QS World Ranking in the year corresponding to dissertation evaluation year or Pakistan-based Distinguished National Professors, Meritorious Professors from any national university; or professors from top universities ranked by HEC or at least one external expert qualifying any one of the conditions mentioned above if the PhD candidate publishes dissertation research in a peer-reviewed journal \that is classified by the HEC in category X or above for Social  Sciences.

    1. The following general guidelines shall, at least, be observed while selecting external evaluator: 
    • Relevance of Expertise: in the same or related fields as in the dissertation
    • No Conflict of Interest: in personal, financial, or professional stakes in a particular decision or outcome
    • Objectivity: capable of making unbiased evaluations
    • Diversity: in terms of geography, culture, professional backgrounds etc.
    • Reputation: must be good in the field, with a track record of fair and thorough evaluations
    • Availability: should have the time and availability to review the dissertation 
    • Professionalism: capable of conducting themselves in a professional and respectful manner throughout the evaluation and defense process (if applicable)
    • Communication: capable of providing clear and constructive feedback on the dissertation 
    • Confidentiality: capable of maintaining confidentiality and protecting the intellectual property of the dissertation
    • Compatibility: well-versed with the research methodology, approach, and theories used in the dissertation.

    Plagiarism, Similarity Test and Open Defense

    • Under no circumstances shall a dissertation based on plagiarized research be acceptable. It is the primary responsibility of both PhD researchers and their supervisors to prevent plagiarism. To avoid plagiarism, it is important to follow the provisions outlined in this document i.e., Governing Research Supervision and Research Ethics. 
    • For Plagiarism COPE guidelines must be followed.
    • If a PhD dissertation is found to be plagiarized, it will be handled in accordance with the Anti-Plagiarism Policy issued by the Higher Education Commission, Pakistan, as updated from time to time.
    • A similarity test, in accordance with the HEC’s Anti-Plagiarism Policy, must be conducted on the dissertation before its submission to the external experts by the student. 
    • An open defense of the dissertation is required after positive evaluation of the dissertation by committee members. In general, the following minimum principles and guidelines shall be ensured:
    • Public Announcement: On the university website and other forums of communication, so that anyone interested can participate. 
    • Public Access: Within or outside the university such as community/town halls or important public venues.
    • Neutral Chair: To ensure that defense was conducted fairly and in accordance with the rules and regulations.
    • Review Committee: To evaluate the dissertation and defense. 
    • Presentation: of the dissertation by the PhD researcher
    • Question and Answer Session: To provide a basis for defense evaluation. 
    • Objective Evaluation: based on the quality of the research and the researcher’s ability to defend. 
    • Final Decision: expressed in the following terms: Pass or Pass with minor amendments or Deferred for resubmission and re-defense or Fail (in exceptional circumstances and for the reasons to be recorded by the defense committee)

    Research Publication

    For award of PhD degree, a PhD researcher shall be required to publish research articles meeting the following criteria: 

    1.  At least one research article in X category journal or two research articles in Y category journals, for Social Science disciplines 
    2. The PhD researcher shall be the first author of these publications
    3. The research article shall be relevant to the PhD research work of the PhD researcher
    4. The article shall be published after approval of the research synopsis
    5. The article shall be published in a relevant research journal.

    Degree Completion Timeline

    1.  The PhD degree shall be awarded by the universities not before the completion of three years or six regular semesters and not after completion of eight years or 16 regular semesters.
    2. The completion date of PhD degree shall be reckoned with the date of notification of the award of PhD degree. 
    3. The maximum duration shall be determined from the date of student enrollment until the date of the completion notification of the PhD degree. 
    4.  In case a student is unable to secure a PhD degree within the prescribed time frame and claims for extension in duration, the university may constitute appropriate authority and determine the causes for delay. In event of force majeure i.e., delay on account of circumstance beyond the control of student, the university may grant an extension in the period of award of PhD degree in accordance with the duration limiting factor (s) and shall also take corrective measures in case the delay is caused due to process or administrative reasons.

NOC From Professional Councils

  • Not Applicable

Faculty Strength

  • Degree

    Names /Area/Specialization

    Total

    PhD

    1. Dr Mahmood Ahmad Azhar (Linguistics )
    2. Dr Perveen Akhtar Farhat        (Linguistics )
    3. Dr Mazhar Iqbal                       (Linguistics)

    03

    Total

    03

Course Outlines separately for each course.

ELING801 Advanced Research Methods in Linguistics                                      3(3+0)

Advanced Research Methods in Linguistics provides an in-depth examination of advanced research methodologies and techniques used in linguistic inquiry. This course is designed for students aiming to conduct rigorous and sophisticated research in applied linguistics contexts. Through theoretical discussions, practical workshops, and hands-on research projects, students will develop advanced skills in research design, data collection, analysis, and interpretation. Special emphasis will be placed on integrating quantitative and qualitative approaches, conducting ethical research, and disseminating research findings effectively. On successfully completing this course, the students will be able to construct a tentative system of meaning for philosophical guidance in considering the purpose of their research and understand and use the dominant research methods.

Contents

  1. Overview of Advanced Research Methodologies in Linguistics
  2. Experimental and Quasi-Experimental Designs in Linguistic Research
  3. Mixed-Methods Research in Applied Linguistics
  4. Advanced Statistical Analysis Techniques for Linguistic Data
  5. Qualitative Research Methods: Interviewing, Observation, and Discourse Analysis
  6. Corpus Linguistics and Computer-Assisted Research Methods
  7. Ethical Considerations in Linguistic Research
  8. Writing Research Proposals and Grant Applications
  9. Data Management and Analysis Software in Linguistic Research
  10. Dissemination of Research Findings: Scholarly Writing and Conference Presentations

Recommended Readings:

  1. Creswell, J. W. (2014). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches.
  2. Plonsky, L., & Oswald, F. L. (2014). How to Do Second Language Research: A Personal Guide for the Curious Scholar.
  3. Dörnyei, Z. (2007). Research Methods in Applied Linguistics: Quantitative, Qualitative, and Mixed Methodologies.
  4. Paltridge, B., & Phakiti, A. (2015). Research Methods in Applied Linguistics: A Practical Resource.

Suggested Texts:

  1. Mackey, A., & Gass, S. M. (2015). Second Language Research: Methodology and Design.
  2. Field, A. (2013). Discovering Statistics Using IBM SPSS Statistics.
  3. Silverman, D. (2015). Qualitative Research.
  4. Biber, D., & Conrad, S. (2009). Register, Genre, and Style.

ELING802                               Theories of Language Acquisition    3(3+0)

Theories of Language Acquisition delves into the various theoretical frameworks that seek to explain how humans acquire language. This course provides students with an in-depth exploration of key theories, including behaviorism, nativism, interactionism, and sociocultural perspectives. Through critical analysis and discussion, students will examine the strengths and limitations of each theory in explaining the complex process of language learning. Practical applications of these theories in educational contexts, language intervention, and bilingualism will also be explored. By the end of the course, students should be able to understand the major theories of language acquisition and their underlying principles and evaluate the strengths and limitations of different theoretical perspectives in explaining language development.

Contents:

  1. Introduction to Theories of Language Acquisition
  2. Behaviorist Approaches to Language Learning
  3. Nativist Theories: Universal Grammar and Innateness Hypothesis
  4. Interactionist Perspectives: Social Interaction and Language Development
  5. Sociocultural Theory and Language Acquisition
  6. Cognitive Approaches to Language Learning
  7. Critical Period Hypothesis and Language Acquisition
  8. Bilingualism and Multilingual Acquisition
  9. Language Acquisition in Special Populations: Autism, Hearing Impairment, etc.
  10. Applied Linguistics and Language Acquisition Theories

Recommended Readings:

  1. Pinker, S. (1994). The Language Instinct: How the Mind Creates Language.
  2. Krashen, S. D. (1981). Second Language Acquisition and Second Language Learning.
  3. Chomsky, N. (1959). A Review of B. F. Skinner’s Verbal Behavior.
  4. Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes.

Suggested Texts:

  1. Lightbown, P. M., & Spada, N. (2013). How Languages are Learned.
  2. Ellis, R. (1994). The Study of Second Language Acquisition.
  3. Tomasello, M. (2003). Constructing a Language: A Usage-Based Theory of Language Acquisition.
  4. Pinker, S. (1999). Words and Rules: The Ingredients of Language.

ELING803                                          Advanced Academic Writing                          3(3+0)

 

The Advanced Academic Writing course for PhD students in English Linguistics aims to enhance writing proficiency by focusing on advanced writing techniques, academic style and conventions, critical reading and writing, revision and editing strategies, and ethical considerations. By the end of the course, students will be able to demonstrate advanced proficiency in academic writing, critically evaluate and revise their own work, engage in scholarly dialogue, and present research findings effectively.

 

Contents:

  1. Advanced Writing Techniques:

Crafting complex arguments

Developing a research narrative

Structuring scholarly texts

  1. Academic Style and Conventions:

Understanding disciplinary norms

Citation practices

Stylistic preferences in English Linguistics

  1. Critical Reading and Writing:

Analyzing scholarly literature

Synthesizing ideas

Integrating sources effectively

  1. Revision and Self-editing techniques

Peer feedback

Polishing drafts for publication

  1. Ethical Considerations in Academic Writing:

Plagiarism awareness

Citation ethics

Responsible research communication

Recommended Readings:

  1. “Academic Writing for Graduate Students: Essential Tasks and Skills” by Swales and Feak (3rd ed.): 
  2. “The Discourse of Research Writing”by Flowerdew: 
  3. “Writing Your Journal Article in Twelve Weeks: A Guide to Academic Publishing Success” by Belcher: 

Suggested Texts:

  1. APA Publication Manual (7th ed.) 
  2. MLA Handbook (9th ed.)
  3. “Thesis and Dissertation Writing in a Second Language: A Handbook for Supervisors” by Paltridge and Starfield: 

ELING804                                           Psycholinguistics                       3(3+0)

 

The course aims at developing students’ skills in argumentation, assessment or relevant data, hypothesis-forming and problem-solving, with application to the syntax of English. It will equip students with a sound analytical knowledge of key areas of English grammar as an object of intellectual inquiry, rather than as a set of rules to be learnt. Moreover, it will provide students with analytical tools to sort out grammatical problems for themselves. The course provides a bridge between generative approaches to syntactic theory and more traditional descriptions. The course is based mainly on data from English and concentrates on the structure of the sentence and the verbal system. The students will be able to describe fundamental differences between animal and human communication systems, with examples. They will further be able to outline fundamental issues in the study of language acquisition and distinguish contributions of linguistics to the understanding of differing levels of language use. Lastly, the students will be able to present critical reading of published research in seminars and write academic essays on key linguistic areas of research.

Contents

  1. Introduction
  2. What is Psycholinguistics?
  3. Review of the concerns and methods of the field and its evolution
  4. Theories of language and mind
  5. Behaviorism and Innatism
  6. Cognitive models
  7. Biological bases of human communication
  8. The auditory and visual system
  9. The organization of language in the brain
  10. The articulatory systems
  11. Speech perception, serial models, parallel models
  12. Interpretative processes
  13. Words and meanings, Sentence processing
  14. Language acquisition: First language acquisition and second language acquisition
  15. Cognitive discourse, Grammar, psychology and indeterminacy
  16. Behavior modification techniques

Recommended Readings

  1. De Groot, A. M., & Hagoort, P. (Eds.). (2017). Research methods in psycholinguistics and the neurobiology of language: A practical guide. Hoboken: John Wiley & Sons.
  2. Traxler, M. J., Gernsbacher, M. A., & Cortese, M. J. (Eds.). (2011). Handbook of psycholinguistics. Amsterdam: Elsevier.

Suggested Readings

  1. Aitchison, J. (2007). The articulate mammal: An introduction to psycholinguistics. London: Routledge.
  2. Crystal, D. (Ed.). (1990). The Cambridge encyclopedia. Cambridge: Cambridge University Press.
  3. Fontana, D. (1988). Psychology for teachers. Leicester: British Psychological Society.

ELING805                                  Advanced Morphology                                             3(3+0)

 

This course aims to intricate aspects of morphology, focusing on advanced theoretical frameworks and empirical analysis to deepen understanding of morphological processes in English language. Students will explore complex phenomena such as morphological productivity, morpho phonological alternations, and morpho syntactic interface, equipping them with advanced analytical tools to critically engage with current research in English morphology. By the end of this course, students will be able to conduct sophisticated analyses of English morphological phenomena, evaluate theoretical frameworks in morphology, and apply advanced methodologies to investigate morphological processes.

Contents:

  1. Introduction to Advanced Morphological Theory
  2. Overview of morphological theory: Generative, Cognitive, and Constructionist approaches
  3. Critically evaluating theoretical frameworks in morphology
  4. Morphological Productivity and Creativity: Productivity in word formation processes: affixation, compounding, and conversion: Constraints on productivity: frequency, analogy, and morphological blocking
  5. Creative morphological processes: neologisms and lexical innovation
  6. Morphophonology and Morphological Alternations
  7. Morphophonological processes: assimilation, dissimilation, and epenthesis
  8. Allomorphy and morphophonological alternations in English
  9. Theoretical models of morphophonological rule interaction
  10. Morphosyntax Interface: Case Studies
  11. Morphological case and syntactic structure
  12. Agreement phenomena: concord and government
  13. Morphosyntactic ambiguity and resolution strategies
  14. Diachronic Perspectives on English Morphology
  15. Historical development of English morphology: Old English to Modern English
  16. Morphological changes: loss of inflectional morphology, grammaticalization, and lexicalization
  17. Reconstructing morphological systems: comparative and internal reconstruction
  18. Morphology in Psycholinguistic Research
  19. Morphology and Lexical Semantics

 

Recommended Readings:

  1. “Morphology” by Francis Katamba
  2. “The Oxford Handbook of Morphological Theory” edited by Andrew Hippisley and Gregory Stump
  3. “Understanding Morphology” by Martin Haspelmath and Andrea Sims

Suggested Texts:

  1. “English Word-Formation” by Laurie Bauer
  2. “An Introduction to English Morphology: Words and Their Structure”by Andrew Carstairs-McCarthy
  3. “Morphological Theory: An Introduction to Word Structure in Generative Grammar” by Andrew Spencer

ELING806                             Advanced Syntactic Theories                 3(3+0)

 

This course surveys the development of various syntactic frameworks within the field of Linguistics as well as develops a sound knowledge base of how these frameworks work. The main focus of the course will remain on Chomskyan proposed “Government & Binding” and “Minimalism” theories of syntax but, time permitting, other syntactic frameworks will also be discussed. PhD scholars will be exposed to a set of topics currently popular among syntacticians working within the area of Syntax. The scholars will also be provided with practice in analyzing language data collected from English and other languages, if students know fundamental grammars of the local languages.  This practice will prepare the PhD scholars for exploring scientific basis of syntactic theories through data-driven approach to the study of language. At the end of the program, graduates are able to demonstrate their understanding and command of academic contents of English Literature and Linguistics by functioning as effective and useful members of a workforce in positions where academic skills and knowledge learnt in these disciplines is required and applied.

Contents

  1. Syntactic Theory

Historical overview of syntactic theory

Key concepts and principles in generative syntax

Goals & Methods of Generative Syntax

  1. Objectives of generative syntax

Research methodologies in generative syntax

Modern Generative Approaches to the Study of Sentence Structure

  1. X-bar theory

Phrase structure rules

Movement operations

Syntactic Structures

  1. Sentence structure analysis

Phrase structure analysis

Dependency structures

Syntactic Processes

  1. Syntactic derivation

Syntactic transformations

Syntactic operations

Syntax & the Internal Interfaces

  1. Syntax and semantics interface

Syntax and morphology interface

Syntax and phonology interface

Syntax & the External Interfaces

  1. Syntax and pragmatics interface

Syntax and discourse interface

Syntax and sociolinguistics interface

Comparative Syntax

  1. Cross-linguistic syntactic analysis

Universals and language-specific syntactic features

Syntactic Variation and Change

  1. Diachronic syntactic changes

Dialectal syntactic variations

Sociolinguistic factors influencing syntactic variation

Syntactic Parsing and Analysis

  1. Computational parsing techniques

Treebank annotation and analysis

Corpus-based syntactic analysis

Syntactic Acquisition

  1. Theories of language acquisition

Syntactic development in children

Second language syntactic acquisition

Syntactic Typology

  1. Typological classification of syntactic structures

Cross-linguistic syntactic patterns

Implications for syntactic theory and research

Recommended Readings:

  • Andrew Carnie (2021) Syntax: a Generative Introduction – 4th edition 
  1. Olaf Koeneman & Hedde Zeijlstra (2017 ) Introducing Syntax ,  Cambridge.

Suggested Texts:

  1. Andrew Radford (2009) Analyzing English Sentences: a Minimalist approach, Cambridge. 
  2. Andrew Carnie, Yosuke Sato and Daniel Siddiqi (2014) The Routledge Handbook of Syntax Routledge.

ELING807                         Advanced Phonetics and Phonology                     3(3+0)

 

The Advanced Phonetics and Phonology course equips scholars with advanced skills in the scientific analysis of human speech sounds, utilizing computer technology for pronunciation and speech analysis with cutting-edge software tools. The course covers modern trends in phonetics, allowing students to explore the nuances of sound production, perception, and variation in English and Pakistani languages, facilitating a comparative analysis to highlight linguistic differences. Through theoretical exploration and practical applications, students gain a scholarly understanding and hands-on expertise in advanced Phonetics and Phonology, preparing them for academic research and professional endeavors in linguistic analysis and language technology. At the end of the course the students will have scholarly understanding and application of advanced Phonetics and Phonology

Contents:

  1. Acoustic Phonetics

Spectrographic analysis of speech signals

Formant analysis and vowel quality

Fundamental frequency and pitch perception

  1. Articulatory Phonetics

Study of speech production mechanisms

Place and manner of articulation

Coarticulation effects on speech sounds

  1. Auditory Phonetics

Perceptual aspects of speech sounds

Speech perception in noise and adverse conditions

Phoneme recognition and auditory processing

  1. Experimental Phonetics

Designing phonetic experiments

Data collection methods in phonetics

Statistical analysis of phonetic data

  1. Instrumentation: Equipment for phonetic analysis

Types of phonetic instruments (e.g., spectrographs, electromyographs)

Calibration and maintenance of phonetic equipment

Practical use of instrumentation in phonetic research

  1. Phonological Theory

Segmental and suprasegmental features in phonology

Phonemic analysis and phonological rules

Optimality Theory and other current phonological frameworks

  1. Variationist Phonology

Sociolinguistic factors influencing phonological variation

Dialectal variation and regional accents

Quantitative methods in variationist phonology

  1. Corpus Phonetics

Building and annotating phonetic corpora

Corpus-based phonetic analysis

Applications of corpora in phonetic research

  1. Computational Phonology

Phonological modeling using computational tools

Automatic speech recognition and synthesis

Natural language processing techniques in phonology

Recommended Readings:

    1. Burquest, D. A. (2001). Phonological analysis: A functional approach. Dallas: SIL. 
    2. Celce-Murcia, M., Brinton, D. & Goodwin, J. (1996). Teaching Pronunciation: reference 
    3. for Teachers of English to speakers of Other Languages. Cambridge: CUP. 
    4. Cruttenden, Alan. (1994). Gimson’s Pronunciation of English. Oxford: Arnold. 
  • Giegerich, Heinz. (1992). English Phonology. Cambridge: Cambridge University Press. 

Suggested Texts:

  1. Knowles, G. (1987). Patterns of Spoken English. London: Longman.
  2. Ladefoged, P. (2006). A course in phonetics. Boston, MA: Thomson Wadsworth.

Rocca, I & Johnson, W. (2005). A Course in Phonetics. Oxford: Basil Blackwell

ELING808                                     Corpus Linguistics                         3(3+0)

 

Corpus Linguistics explores the use of large collections of electronically stored texts (corpora) for linguistic analysis. This course provides students with a comprehensive understanding of corpus linguistics methodologies, techniques, and applications in various linguistic domains. Through a combination of theoretical discussions, hands-on exercises, and practical applications, students will learn how to design and build corpora, analyze linguistic patterns, and extract meaningful insights from corpus data. Topics covered include corpus compilation, annotation, quantitative and qualitative analysis methods, and the use of corpora in language teaching, lexicography, and computational linguistics. By the end of the course students will be equipped to leverage corpora effectively across diverse linguistic applications, including language teaching, lexicography, and computational linguistics, enhancing their ability to contribute meaningfully to the field of linguistics and its practical applications. 

Contents

  1. Introduction to Corpus Linguistics
  2. Types of Corpora and Corpus Compilation
  3. Corpus Annotation and Metadata
  4. Corpus Querying and Concordancing
  5. Frequency Analysis and Collocation
  6. Keyword and Keyness Analysis
  7. Corpus-based Stylistics and Genre Analysis
  8. Corpus-based Discourse Analysis
  9. Corpus-based Language Teaching and Learning
  10. Corpus-based Lexicography and Terminology
  11. Corpus-based Computational Linguistics
  12. Ethical Considerations in Corpus Linguistics Research

Recommended Readings:

  1. McEnery, T., & Wilson, A. (2001). Corpus Linguistics: An Introduction.
  2. Biber, D., Conrad, S., & Reppen, R. (1998). Corpus Linguistics: Investigating Language Structure and Use.
  3. Sinclair, J. (2004). Trust the Text: Language, Corpus, and Discourse.
  4. Baker, P., Hardie, A., & McEnery, T. (2006). A Glossary of Corpus Linguistics.
  5. O’Keeffe, A., McCarthy, M., & Carter, R. (2007). From Corpus to Classroom: Language Use and Language Teaching.

Suggested Texts:

  1. Hoffmann, S., & Evert, S. (2006). Corpus Linguistics with BNCweb: A Practical Guide.
  2. Baker, P., & Egbert, J. (2016). Triangulating Methodological Approaches in Corpus Linguistic Research.
  3. Hunston, S., & Thompson, G. (2000). Evaluation in Text: Authorial Stance and the Construction of Discourse.

ELING809                   Latest Trends in English Applied Linguistics                   3(3+0)

This course offers an in-depth exploration of contemporary developments and trends in the field of English Applied Linguistics. Through critical analysis and discussion, students will engage with cutting-edge theories, methodologies, and research findings that shape our understanding of language acquisition, language teaching, and language use in diverse contexts. Emphasis will be placed on exploring the practical implications of these trends for language teaching, curriculum design, assessment, and educational policy.

Contents:

  1. Introduction to Contemporary Perspectives in Applied Linguistics
  2. Sociolinguistics and Multilingualism
  3. Cognitive Linguistics and Language Processing
  4. Computational Linguistics 
  5. Second Language Acquisition Theories and Pedagogical Implications
  6. Technology-Enhanced Language Learning
  7. Critical Applied Linguistics and Social Justice
  8. Language Assessment: Innovations and Challenges
  9. Language Policy and Planning
  10. Future Directions in English Applied Linguistics

Recommended Readings:

  1. Cook, G. (2016). Applied Linguistics. Oxford University Press.
  2. Ellis, R. (2018). The Study of Second Language Acquisition. Oxford University Press.
  3. Crystal, D. (2012). English as a Global Language. Cambridge University Press.
  4. Larsen-Freeman, D., & Cameron, L. (2008). Complex Systems and Applied Linguistics. Oxford University Press.
  5. Pennycook, A. (2018). Language and Mobility: Unexpected Places. Multilingual Matters.
  6. Seidlhofer, B. (2011). Understanding English as a Lingua Franca. Oxford University Press.
  7. Swales, J. M., & Feak, C. B. (2012). Academic Writing for Graduate Students: Essential Tasks and Skills. University of Michigan Press.
  8. Wong, L. L. C., & Canagarajah, A. S. (Eds.). (2009). Language and Multilingualism in Global Contexts: Critical Insights. Routledge.

Suggested Texts:

  1.  Biber, D., & Conrad, S. (2009). Register, Genre, and Style. Cambridge University Press.
  2.  McCarthy, M., & O’Keeffe, A. (2010). English Corpus Linguistics: An Introduction. Edinburgh University Press.
  3.  Norton, B., & Toohey, K. (2011). Identity, Language Learning, and Social Change. Multilingual Matters.
  4.   Pennycook, A. (2010). Language as a Local Practice. Routledge.

ELING810                                   Critical Discourse Analysis                         3(3+0)

 

This course provides an in-depth exploration of Critical Discourse Analysis (CDA), a theoretical and methodological approach to analyzing discourse that emphasizes the role of language in shaping social power relations, ideology, and social change. Through critical examination of texts from various contexts, students will learn how discourse constructs and reflects social identities, ideologies, and power structures. By the end of the course, students will be able to understand and analyze the key concepts and principles of Critical Discourse Analysis. And they will be able to apply CDA methodologies to conduct independent research on social issues and discourse practices. Hence will be able to reflect critically on the ethical considerations involved in conducting CDA research.

Contents:

  1. Introduction to Critical Discourse Analysis
  2. Key concepts and principles
  3. Historical development of CDA
  4. Theoretical frameworks: Fairclough’s three-dimensional model, Van Dijk’s socio-cognitive approach, etc.
  5. Power, Ideology, and Discourse
  6. Power relations in discourse
  7. Ideology and hegemony
  8. Representation and identity construction
  9. Discourse Analysis Methods and Techniques
  10. Textual analysis: linguistic features, thematic analysis, metaphor analysis
  11. Contextual analysis: socio-political context, intertextuality
  12. Multimodal analysis: combining linguistic and visual analysis
  13. Critical Approaches to Genre and Discourse
  14. Genre analysis: conventions, norms, and power dynamics
  15. Discourse communities and communities of practice
  16. Critical language awareness in educational contexts
  17. CDA in Practice: Case Studies and Applications
  18. Analysis of media discourse: news reporting, political discourse, advertising
  19. Discourse of social movements and activism
  20. Critical analysis of institutional discourse: education, healthcare, legal discourse

Recommended Readings:

  1. Critical Discourse Analysis: The Critical Study of Language” by Norman Fairclough “Discourse and Social Change” by Norman Fairclough
  2. “Analysing Discourse: Textual Analysis for Social Research” by Norman Fairclough
  3. “Discourse Analysis: An Introduction” by Brian Paltridge
  4. “Critical Discourse Analysis: Theory and Interdisciplinarity” by Ruth Wodak and Michael Meyer

Suggested Texts:

  1. “Discourse and Power” by Teun A. van Dijk
  2. “Language and Power” by Norman Fairclough
  3. “Critical Discourse Studies: A Sociocognitive Approach” by Teun A. van Dij

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